PIAGETCONSERVATION and the theory of. Piaget’s Stage Theory * Sensori-motor Stage Preoperational Stage Concrete Operational Stage Formal Operational Stage

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  • PIAGETCONSERVATION and the theory of
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  • Piagets Stage Theory * Sensori-motor Stage Preoperational Stage Concrete Operational Stage Formal Operational Stage OBJECT PERMANENCE CONSERVATION (Birth to two years) the first signs of intelligence appear in infants sensory perceptions and physical actions, as the baby deals with the immediate world (2 to 7 years) children develop the ability to use representations and symbols in thought, but thinking is still illogical compared to adult thought (7 to 11 years) children are able to think systematically, but only when they can refer to concrete objects and activities (11 years to adulthood) children become able to think systematically on a purely abstract and hypothetical plane * Definitions and quotations come from Crain 113 and Pulaski 19.
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  • What is CONSERVATION? the awareness that a quantity remains the same despite a change in its appearance * (*Evans, xxxi) =
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  • OPERATIONAL STAGE: IdentityCompensationInversion Why is mastery of conservation the TRANSITION between the preoperational and operational stages? Nothing has been added or subtracted The differences cancel each other out The act can be undone = PREOPERATIONAL STAGE: Focuses on one dimension One has more because its taller, or the other has more because its wider
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  • Whats the Missing Piece? Where do kids get confused?
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  • WHY CANT CHILDREN IN PIAGETS PREOPERATIONAL STAGE CONSERVE? CAN CHILDREN IN THIS STAGE BE TAUGHT TO CONSERVE? QUESTIONS
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  • CHILDRENAGES Joseph Chanoine6;11 Cintya Orozco6;7 G. P. Cole5;9 T.J. Gulledge5;9 Cecilia Weigel5;7 Ali Killian5;7 Christopher Capezzuto5;6 Thomas Levonius5;2 St. Thereses Afternoon Kindergarten Class
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  • Setting:Limitations: * 2:00 to 3:00 PM every afternoon for about two and a half weeks * A table and two chairs in a small empty office * Time restraints * Only 8 children * Varying ages Assumptions: * Communication skills * Honesty * Cooperation
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  • 0% DATA FORM, Pre-assessment stage Childs Name: ___________________ Childs Age: _______________ 1. Sit next to the child. Make sure childs name is recorded on the data form. 2. Place two identical clear plastic cups on the table or desk in the workspace. 3. Ask, Do you see these two cups?YESNO Are they the same size?YESNO 4. Show the child two identical small bottles of water. Ask Do you see these two bottles of water? YESNO Are they the same size? YESNO Do they have the same amount of water in them?YESNO 5. Pour the water from one bottle of water into the blue cup. Ask, Do you see me pouring the water from this bottle into the blue cup? YESNO Show the child the empty water bottle. Ask, Did I pour all the water from the bottle into the cup? YESNO 6. Pour the water from the other bottle of water into the pink cup. Again ask, Do you see me pouring the water from this bottle into the pink cup? YESNO Show the child the empty water bottle. Ask, Did I pour all the water from the bottle into the cup? YESNO 7. Ask the child, Does the blue cup have more water than the pink one or does the blue cup have less water than the pink one, or does the blue cup have the same amount of water as the pink one? _______________________________ 8. Show the child the different cup. Ask, Do you see this white cup?YESNO Ask Is this white cup bigger or smaller than these other cups or is this white cup the same size as the other cups? __________________________________ 9. Take the pink cup of water and pour the water into the white cup. Ask, Do you see me pouring the water from the pink cup into the white cup? YES NO Show the child the empty cup. Ask, Did I pour all of the water from the pink cup into the white cup? YESNO 10. Show the child the two cups containing water. Ask, Does this white cup contain more water than the blue cup, or does the white cup contain less water than the blue cup, or does the white cup contain the same amount of water as the blue cup?_______________________________ Ask How do you know that? _____________________________________ ______________________________________________________________ 11. Thank the child. PART 1: THE PRE-ASSESSMENT STAGE * To make sure none of the children can conserve 100% PINKBLUEWHITE One of the children initially said that the amounts were equal, but when asked why, he changed his mind and said that the white cup had more water.
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  • PART 2: ASSESSING CHILDS UNDERSTANDING OF MORE, LESS and SAME * To make sure that the children do not fail to conserve because they do not understand the terms used in the questions Do you have more blocks or do I have more blocks or do we have the same amount of blocks?
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  • PART 2, CONTINUED Which pile of blue blocks has more blocks than you have? 4 5 6 Which pile of blue blocks has less blocks than you have? Which pile of blue blocks has the same amount of blocks as you have?
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  • Can you make a pile of green blocks that has less blocks than the pile of blue blocks? PART 2, CONTINUED Can you make a pile of blue blocks? Can you make a pile of green blocks that has the same amount of blocks as the pile of blue blocks? Can you make a pile of green blocks that has more blocks than the pile of blue blocks?
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  • Understanding Terms More, Less and Same Conclusion: The children understood the terms more, less, and same when used to compare two quantities.
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  • Methods for comparing blocks How do you know its less? Because seven to thirteen. Ill make a straight line of them with the green blocks and blue blocks. Im going to see by piling them up the same way the green are piled up. You mean the same height? I mean the same amount.
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  • PART 3: BASIC CONSERVATION To assess the childs ability to do the basic conservation task with solid objects that will not change shape when moved from container to container To determine at what particular step in the conservation task the child gets confused To determine whether conservation can be taught if it is broken up into a series of small steps
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  • PART 3, CONT. How many blue blocks are there? How many green blocks are there? Are there more blue blocks or more green blocks or are there the same amount of green blocks and blue blocks? Are there more blocks in the blue cup or more blocks in the pink cup or are there the same amount of blocks in the blue cup and in the pink cup? Are there more blocks in the blue cup or more blocks in the pink cup or in the white cup or are there the same amount of blocks in the blue cup and in the white cup?
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  • Three blue blocks and three green blocks Six red candies and six yellow candies PART 3, CONT. Procedure was repeated with... 12 red and 12 yellow candies 2 piles of 20 beans each
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  • Results for Beans and Rice ChildJosephCintyaG.P.T.J.CeciliaAliChrisThomas Age6;116;75;9 5;7 5;65;2 Cup of beans SameMore in white cup; less in blue cup Same More in white cup Same ReasonCause I just measured with my eyes and Im smart and super silly too White is to here and this one is to here We did the pink cup so its the same; its higher because its smaller so they all get piled up and this other one is wider B/c I knew that all the time all my life I just know Looks like more I dont know I still remember I remember theyre the same size Cup of Rice It looks taller but the same amount More in white cup Same More in white cup Same Reasoncause when it came out it was the sameit looks the same this ones taller; this ones smaller B/c theyre the same rice and this white cup is skinnier so its bigger but this one is more wider B/c I knew that all the time I just know Looks like it B/c you have the same amount of rice I remember
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  • Repeat the Basic Conservation Task with Water Will children be able to conserve water now that they have conserved the other things? Hypothesis: Children who were able to conserve the beans and rice will be able to conserve water. = =
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  • PART 3, CONT. Are there the same amount of beans in both of these cups? Are there more beans in the pink cup or more beans in the blue cup or are there the same amount of beans in the blue cup and the pink cup? =
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  • ChildJosephCintyaG.P.T.J.CeciliaAliChrisThomas Age6;116;75;9 5;7 5;65;2 Beans/ Rice Same/ It looks taller but the same amount More in white cup/ More in white cup Same/Same Same/ Same More in white cup/ More in white cup Same/ Same Same/ Same ReasonCause I just measured with my eyes/ when it came out it was the same White is to here and this one is to here/ this ones taller; this ones smaller its higher because its smaller and this other one is wider/ this white cup is skinnier so its bigger but this one is more wider I knew that all the time/ I knew that all the time I just know/I just know Looks like more/ Looks like it I dont know/ you have the same amount of rice I remember theyre the same size/ I remember WaterMore in white cup More in white White has more More in white More in white cup Same; no, white has more ReasonB/c the white cup is smaller and theres more water in it This ones all the way to here, this ones to here Its skinnier and its almost full B/c I knew that all my life Its over- flowed It looks like it Look at itits huger I still remember I remember it has more BEANS/RICE vs. WA

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